Instructional Playbook

CSD Tiered Behavior Continuum

Student behavior is most effectively addressed through a comprehensive system of supports rather than isolated interventions. This Behavior Support Continuum provides a clear framework for preventing problem behavior, responding to challenges, and ensuring every student receives the level of support they need to be successful. The continuum is built on the principles of Positive Behavioral Interventions and Supports (PBIS) and recognizes that the majority of student behavioral needs can be addressed through strong universal classroom practices. As student needs become more intensive, additional layers of support are added without replacing the foundational practices that benefit all students. An effective behavior system ensures that: Every student receives proactive, preventative supports before behavior problems escalate. Teachers have a clear decision-making process for responding to behavior concerns. Interventions are selected based on student need rather than preference or convenience. Supports become increasingly individualized only when less intensive strategies have been implemented with fidelity. Schools use collaborative problem solving and data to guide decisions rather than relying solely on consequences.

Tier 3: Intensive Supports involve individualized, comprehensive behavior plans created through multidisciplinary teams. For general education students, this may include a Functional Behavior Assessment (FBA) and a personalized support plan. For special education students, Tier 3 may involve IEP based behavioral interventions and collaboration with district-level specialists.

Tier 2: Targeted Supports are for students who require additional support beyond Tier 1. Tier 2 offers standardized interventions such as Check In/Check-Out and targeted social skills groups. These are matched to student needs through a referral process and implemented with the help of school wellness staff and MTSS teams. Problem-solving teams, peer collaboration, and coaching cycles guide the work in Tier 2.

Tier 1 Universal Supports includes school-wide and classroom-based systems such as STOIC (Classroom PBIS) and SEL instruction (e.g., morning meetings, calming corners). With consistent implementation, these strategies should be sufficient for approximately 80–90% of students. When problems arise, teachers rely on classroom management adjustments and teacher-led interventions prior to out of classroom interventions.